Development of Academic Leadership Competency Model of Elementary School Teachers in Rural Area in Hubei Province
Notice bibliographique
Résumé
This study focused on elementary school teachers in rural area in Hubei Province, aiming to study the key components of academic leadership, to investigate the current state, ideal state, and the needs of academic leadership, to develop and verify the effectiveness of the model for enhancing academic leadership, and to investigate the results of implementing the model for enhancing academic leadership. The research was divided into four phases. The first phase examined key components of performance indicators of elementary school teachers in rural area in Hubei Province through a literature review and conducted semi-structured interviews with experts. The second phase investigated the current state, the ideal state, and the needs of academic leadership. The samples consisted of 320 teachers from elementary school in rural area in Hubei Province, selected through stratified random sampling. In the third phase, the model for enhancing academic leadership was developed through best practice interviews, and the manual was written. This model and manual were verified by nine experts in terms of possibility, appropriacy, accuracy, comprehensiveness, and usability. Moreover, the fourth phase implemented the model for enhancing academic leadership of elementary school teachers in rural area in Hubei Province with 30 teachers, selected through purposive sampling. The assessment of academic leadership of teachers was conducted using a pre-test and a post-test for assessing knowledge, and using evaluation forms for assessing the skill of the academic leadership and satisfaction. The results were as follows: 1) The results identified three key components of academic leadership which consisted of teaching leadership, charismatic leadership, and team leadership. 2) The overall current state was at a moderate level; the ideal state was at a high level. The needs analysis highlighted teaching leadership as the most needed, while the analysis indicated that charismatic leadership was the least needed. 3) The development of the model for enhancing academic leadership included five parts: Part 1 was the lead section; Part 2 was structural drafting; Part 3 was experimental implementation to compare implementation results; Part 4 was evaluation; and Part 5 was success conditions. The overall quality assessment of the model was at a high level. 4) The results of implementation of the model for enhancing academic leadership indicated that there was a statistically significant difference in terms of knowledge. A comparison of pre-test and post-test scores revealed a higher average score after the training. In terms of the skills of the academic leadership, teachers self-assessed their skills at a high level, while their administrator assessed the teachers’ skills at the highest level. Regarding satisfaction, teachers expressed the highest level of satisfaction towards the training.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».